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Save the Date: 2022 Spring Conference

The Science Behind Academic Equality & Improving Reading Outcomes

Thursday, April 28, 2022

All day session: Exploring Inclusion, Integration, Segregation, De-tracking, and Heterogeneous Classrooms
Presenter: Elise Frattura, Ph.D.

Despite decades of educational reform and federal mandates, inequities among students not only persist but are growing in our urban, rural and suburban schools across Ohio. Further, most equity work addresses only one aspect of inequities, such as culturally relevant pedagogy or developing culturally competent staff. Instead, school psychologist and educational leaders must transform the entire education system. Dr. Frattura will share a research-based approach that advances the learning of literally all students in the district. Students currently succeeding not only will continue to succeed but will make additional achievement and social gains. A few key points that will be shared:

  • Developing a focus on equity requires a thorough understanding of the educational history of marginalization, a shift from deficit vs. assets thinking and practice, advancing our own identity development across differences, applying the equity research, completing an equity audit, and developing Equity Non-Negotiables;
  • Staff and students are guided by the Equity Non-Negotiable of proportional representation. All staff share expertise through Co-Plan to Co-Serve to Co-Learn (C3)™ Teams in support of all learners. All policies, procedures, and funding are aligned with the Equity Non-Negotiables and federal and state legislation is leveraged to eliminate inequities;
  • These Co-Plan to Co-Serve to Co-Learn (C3) Teams develop identity relevant and rigorous teaching and learning experiences with and for all students; and
  • All policies, procedures, and funding are aligned with Equity Non-Negotiables and federal and state legislation is leveraged to eliminate inequities.

Elise Frattura is a Professor Emeritus at the University of Wisconsin-Milwaukee, having taught for over 20 years in the School of Education. From 2003-2013, Dr. Frattura served as an Associate Dean and Department Chairperson for the School of Education. Prior to her role at the University of Wisconsin-Milwaukee, Dr. Frattura was a teacher and a central office administrator from 1983-2001, during which time she also served as an adjunct lecturer at the University of Wisconsin-Madison and at the University of Wisconsin-Milwaukee. While a professor, Dr. Frattura taught courses in Administrative Leadership for Intentional Equity in the areas of: Foundations in Systems of Educational Equity, Advanced Analysis and Design of School Systems, Politics and Educational Organizational Cultures, and Non-Discrimination Law. She researches and publishes in the area of Integrated Comprehensive Systems non-discrimination law for all learners, and the theoretical underpinnings of educational segregation. Dr. Frattura works extensively with urban, rural, and suburban school districts across the country as well as internationally to assist in the movement from reactionary educational systems of segregation to proactive integrated comprehensive systems. Dr. Frattura is a Co-Founder of Integrated Comprehensive Systems for Equity (ICS Equity).

Friday, April 29, 2022

All day session: School Psychology and the Science of Reading
Presenter: Stephanie A. Stollar, Ph.D.

The science of reading is a vast body of empirical research about how reading develops, why some students struggle with reading, and the assessment and instruction that is likely to lead to strong reading outcomes for all students. School psychologists are uniquely positioned to lead reading improvement efforts. This session will equip participants with knowledge of key aspects of the reading research, strategies for sharing research with other educators, and a framework for implementing the science of reading so that more students become skilled readers.

Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting LLC and the creator of The Reading Science Academy. Dr. Stollar is a part-time assistant professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance for supporting reading science in higher education. As a board member for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference. Dr. Stollar has worked as a school psychologist, an educational consultant, and as Vice President for Professional Learning for Acadience Learning Inc. She has provided professional development, conducted research and published in the areas of assessment, early intervention, and collaborative problem solving. She is passionate about improving educator knowledge about reading research and aligning school systems to prevent reading failure and improve reading outcomes for all students.

 

 

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